Effects of Visual Impairment on Sensory Integration and New Opportunities for Inclusive Е-Learning Managing

Abstract

ABSTRACT This study aims to investigate the connection between the degree of visual impairment and educational task performance and management in the e-learning environment with an emphasis on writing and visual recognition disorders. The study was conducted in 2019 in Beijing city, Anhui province, Jiangsu province, Guizhou province, Zhejiang province (China) among 125 students of online English courses. The age of participants corresponded to the sixth grade (9.0 ± 2.5 years). The e-learning course included three 10-lessons blocks, after which students underwent individual online training with the integrated application of the Gottschaldt’s, Poppelreuter-Ghent’s, and Raven’s tests. The level of visual impairment inversely depends on the tasks’ accomplishment – the more severe the vision loss, the worse the learning outcomes. Pearson’s correlation coefficients between the educational performance and mild visual impairment were 0.79 (Gottschaldt’s Hidden Figure test), 0.81 (Raven’s Progressive Matrices test), and 0.83 (Poppelreuter-Ghent’s Overlapping Figures test).